The Influence of a Forest Experience Program on Student's Aggression. - Targeted at Elementary School students of Low Income Families-

This study aimed to further knowledge about elementary school students’ views on food environment, and the effects of the Harvest of the Month (HOTM) program on their dietary attitudes and behaviors. Three focus groups were conducted with a total of 24 fourth, fifth, and sixth grade students from low-income schools in northern California who received the National School Lunch Program and HOTM during the school year. Focus groups were tape-recorded, transcribed, and coded for specific themes. Following the intervention, participants expressed a desire for more healthy food options in the school cafeteria and wanted to receive more school and family support for healthy eating. The HOTM program created a positive environment that appeared to influence their dietary attitudes and behaviors, peer and family perceptions of healthy eating, and participants’ attitudes toward their schools. Specifically, cooking demonstrations, tasting activities, and take-home recipes provided them with a means to share with their parents what they had learned about fruits and vegetables. School food policy interventions may become more effective if they are combined with interventions based on nutrition education. Future research should focus on exploring effective and synergistic ways of implementing both types of interventions among children.

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Corner Store and Commuting Patterns of Low-Income, Urban Elementary School Students

Current Urban Studies ◽

10.4236/cus.2013.14018 ◽

2013 ◽

Vol 01 (04) ◽

pp. 166-170 ◽

Cited By ~ 7

Author(s):

Stephanie S. Vander Veur ◽

Sandy B. Sherman ◽

Michelle R. Lent ◽

Tara A. McCoy ◽

Alexis C. Wojtanowski ◽

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Keyword(s):

Elementary School ◽

Elementary School Students ◽

Low Income ◽

School Students ◽

Corner Store ◽

Urban Elementary School ◽

Commuting Patterns

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EXAMINING CLASSROOM LEARNING PREFERENCES AMONG ELEMENTARY SCHOOL STUDENTS

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2005.33.7.699 ◽

2005 ◽

Vol 33 (7) ◽

pp. 699-708 ◽

Cited By ~ 6

Author(s):

Constance M. Ellison ◽

A.Wade Boykin ◽

Kenneth M. Tyler ◽

Monica L. Dillihunt

Keyword(s):

Elementary School ◽

African American ◽

Cooperative Learning ◽

Elementary School Students ◽

Low Income ◽

Learning Preferences ◽

Future Research ◽

Classroom Learning ◽

School Students ◽

Individualistic Learning

The purpose of this study was to further determine the classroom learning preferences of elementary school students. A measure of cooperative, competitive and individualistic learning preferences (The Social Interdependence Scales, Johnson, & Norem-Hebeisen, 1979), was administered to 138 5th and 6th graders (66 African American and 72 White) attending a school in a low-income community. Results indicated that overall, participants preferred cooperative learning to competitive and individualistic learning. However, African American students reported significantly higher preferences for cooperative learning than did their White counterparts, while the reverse was true for individualistic and competitive learning. Implications and relevance for classroom practices are discussed. It is also argued that future research should include repeated testing of learning preferences and expansion of the work across a wide age range.

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